Ética e Responsabilidade na Era da Inteligência Artificial: Um Survey com Estudantes de Computação
Resumo
A integração de Inteligência Artificial (IA) na educação introduz inovações e coloca em destaque questões éticas, especialmente com o surgimento de IAs Generativas. Este estudo explora as percepções de estudantes de graduação (81,4%), mestrado (12,2%), doutorado (4,7%) e MBA (1,7%), sobre ética e responsabilidade no desenvolvimento de artefatos computacionais. Concentrando-se em questões como ética dos dados, algoritmos, e alfabetização digital, além do uso de tecnologias de IA em ambientes educacionais, a pesquisa adota uma metodologia mista para analisar respostas de 172 participantes. O objetivo é compreender as atitudes relativas à ética na IA e ao desenvolvimento tecnológico.Referências
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McKnight, P. E. and Najab, J. (2010). Mann-whitney u test. The Corsini encyclopedia of psychology, pages 1–1.
Miao, F., Holmes, W., Huang, R., and Zhang, H. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organization.
Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., and Nguyen, B.-P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4):4221–4241.
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Taherdoost, H. (2022). What are different research approaches? comprehensive review of qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1):53–63.
UNESCO, D.-G. (2021). Recommendation on the ethics of artificial intelligence. [link].
Vital, A. (2024). Regulamentação do uso de inteligência artificial nas eleições é uma das prioridades da câmara. [link]. Acessado em 05/03/24.
Yu, H. (2023). Reflection on whether chat gpt should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14:1181712.
BRASIL (2023). Projeto de lei nº 759/2023 - regulamenta os de inteligência artificial, e dá outras providências. Câmara dos Deputados. [link]. Acessado em 10/02/2024.
Chan, C. K. Y. and Hu, W. (2023). Students’ voices on generative ai: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1):43.
Choung, H., David, P., and Ross, A. (2023). Trust in ai and its role in the acceptance of ai technologies. International Journal of Human–Computer Interaction, 39(9):1727–1739.
COM-EU (2021). Laying down harmonised rules on artificial intelligence (artificial intelligence act) and amending certain union legislative acts. Proposal for a regulation of the European parliament and of the council. [link].
da Silva, M., Ferro, M., Mour˜ao, E., Seixas, E. F. R., Viterbo, J., and Salgado, L. C. (2024). Ethics and ai in higher education: A study on students’ perceptions. In International Conference on Information Technology & Systems, pages 149–158. Springer.
da Silva, M., Mour˜ao, E., de Paiva, M. M., Viterbo, J., and Salgado, L. (2023). Privacy perceptions in digital games: A study with information technology (it) undergraduates.
In Janssen, M., Pinheiro, L., Matheus, R., Frankenberger, F., Dwivedi, Y. K., Pappas, I. O., and M¨antym¨aki, M., editors, New Sustainable Horizons in Artificial Intelligence and Digital Solutions, pages 183–194, Cham. Springer Nature Switzerland.
Goldsmith, J., Burton, E., Dueber, D. M., Goldstein, B., Sampson, S., and Toland, M. D. (2020). Assessing ethical thinking about ai. In Proceedings of the AAAI Conference on Artificial Intelligence, volume 34, pages 13525–13528.
Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of ai and chatgpt in educational settings. Education Sciences, 13(7):692.
Holmes,W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S., Santos, O., Rodrigo, M., Cukurova, M., Bittencourt, I., and Koedinger, K. (2021). Ethics of ai in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, 32.
McKnight, P. E. and Najab, J. (2010). Mann-whitney u test. The Corsini encyclopedia of psychology, pages 1–1.
Miao, F., Holmes, W., Huang, R., and Zhang, H. (2021). AI and education: Guidance for policy-makers. United Nations Educational, Scientific and Cultural Organization.
Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., and Nguyen, B.-P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4):4221–4241.
OCDE.AI (2024). Trends and data in brazil: Ai research. visualisations powered by jsi using data from openalex. [link].
Sabzalieva, E. and Valentini, A. (2023). Chatgpt and artificial intelligence in higher education: quick start guide.
SBC (2024). Código de conduta para autores em publicações da sbc. [link]. Accessed: 07/march/2024.
Taherdoost, H. (2022). What are different research approaches? comprehensive review of qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1):53–63.
UNESCO, D.-G. (2021). Recommendation on the ethics of artificial intelligence. [link].
Vital, A. (2024). Regulamentação do uso de inteligência artificial nas eleições é uma das prioridades da câmara. [link]. Acessado em 05/03/24.
Yu, H. (2023). Reflection on whether chat gpt should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14:1181712.
Publicado
21/07/2024
Como Citar
SILVA, Mônica da; SEIXAS, Elaine F. Rangel; FERRO, Mariza; VITERBO, José; SEIXAS, Flavio; SALGADO, Luciana C. C..
Ética e Responsabilidade na Era da Inteligência Artificial: Um Survey com Estudantes de Computação. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 32. , 2024, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 854-865.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2024.3148.
